Implementing Contextual Project-Based Learning to Improve Elementary Students’ Science Learning Outcomes

Abstract

Project-Based Learning (PjBL) has been widely recognized for promoting active and inquiry-based science learning. However, limited research has examined how contextual PjBL utilizing locally available materials can support elementary science learning in resource-constrained schools while simultaneously exploring students’ learning outcomes, learning experiences, and teachers’ implementation challenges. This study aimed to investigate the implementation of contextual PjBL in improving fifth-grade students’ science learning. This study employed a mixed-methods descriptive case study conducted at an elementary school in East Nusa Tenggara, Indonesia. Participants included 20 fifth-grade students, one classroom teacher, and the school principal. The intervention consisted of a three-session contextual PjBL activity in which students constructed a simple periscope using locally available materials to learn the concept of light reflection. Data were collected through classroom observations, pre-test and post-test assessments, student response questionnaires, semi-structured interviews, and documentation. Quantitative data were analyzed descriptively using learning mastery percentages and normalized gain (N-gain), while qualitative data were analyzed thematically. The implementation of contextual PjBL created an engaging and meaningful science learning environment characterized by inquiry, collaboration, experimentation, and active participation. Students’ learning mastery increased from 45% on the diagnostic pre-test to 80% on the post-test, with a moderate N-gain (0.38). Students expressed positive perceptions regarding motivation, collaboration, conceptual understanding, and confidence. Teachers also reported challenges related to project preparation, classroom management, authentic assessment, time allocation, and differences in students’ abilities. The findings suggest that contextual PjBL supported by locally available materials can enhance elementary science learning by making abstract concepts more concrete and meaningful, particularly in resource-limited schools. Although the findings are limited to a single-case context, the study offers practical insights for implementing contextual, inquiry-oriented science instruction in elementary education.